Anchor Paper – Question 28 – Level 3 – A
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Anchor Paper – Question 28 – Level 3 – A
Anchor Level 3 – A
Quality
Meaning
Development
Organization
Language Use
Conventions
Commentary
The response:
Provides a simple interpretation of the critical lens that suggests some criteria for analysis, stating
that only when things get to a really tough part will you see the good. The response makes
superficial connections between the criteria and The Great Gatsby (The Great Gatsby agrees with
the critical lens because the good comes out of Gatsby and Nick can see the real him) and Romeo
and Juliet (Similarly the play Romeo and Juliet by William Shakspeare also agrees with the lens).
Develops ideas briefly, using some evidence from The Great Gatsby (Jay Gatsby seems currupt
and suspicious to Nick). The response relies primarily on plot summary for Romeo and Juliet.
Establishes an appropriate focus on the idea that once things hit an end point they begin to get
better but fails to maintain it in the discussion of Romeo and Juliet. The response exhibits a
rudimentary structure with an introduction and a paragraph devoted to each work. There is no
conclusion.
Relies on basic vocabulary (there is always a light at the end of the tunnel, a small break in Gatsby,
goes and kills), with little awareness of audience or purpose. The response exhibits some attempt to
vary sentence structure or length for effect, but with uneven success (Things progressivly more
suspicous with the incoming phone calls and the huge parties).
Demonstrates partial control, exhibiting occasional errors in spelling (Shakespear, curruption,
progressivly) and punctuation (its dark, thats, wakes up she) that do not hinder comprehension.
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat stronger in
conventions.
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Anchor Paper – Question 28 – Level 3 – B
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Anchor Level 3 – B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (during
hard time a character can see all there positives). The response makes superficial connections
between the criteria and The Scarlet Letter (She focussed on the positives, like Pearl) and The
Crucible (Abigal was going though tough times but she never saw the negitives).
Develops ideas briefly, using some evidence from The Scarlet Letter (when Hester had to go on the
scaffold, she bought Pearl) and The Crucible (Abigail lied that everyone was a witch because John
was her lover), but references to the texts are sometimes vague and repetitive (She always acted
confidant and He told her she was always lying but she kept lying).
Establishes an appropriate focus on the characters who looked at the positives. The response exhibits
a rudimentary structure, first addressing the lens, then devoting a paragraph to Hester Prynne and
another to Abigail Williams. There is a one-sentence conclusion.
Relies on basic vocabulary that is sometimes imprecise (there for “their,” Hester was seen as an
adultery, cloths for “clothes”), with little awareness of audience or purpose. The response exhibits
some attempt to vary sentence structure or length for effect, but with uneven success (John Proctor
was figuring out she was a liar! Even though John was figuring out she was a liar, she played
dumb!).
Demonstrates emerging control, exhibiting occasional errors in spelling (confidint, focussed,
negitives), punctuation (problems Hester, never gave up Hester, liar she), and grammar (This quote
suggest and “The Scarlet Letter” and “The Crucible” expresses) that hinder comprehension.
Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities.
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Anchor Paper – Question 28 – Level 3 – C
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Anchor Paper – Question 28 – Level 3 – C
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Anchor Level 3 – C
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (When
your in your the worst time or when life is Down on you, you see how Bright your future will Be).
The response makes superficial connections between the criteria and Of Mice and Men (This Book
supports the Qoute By Georges and lennys Dream of owning there own land) and The Glass Castle
(The Book “Glass Castle” by Janette Walls helps support this Book Because look at her life).
Is largely undeveloped, hinting at ideas, but references to Of Mice and Men are vague and repetitive
(George and Lenny were living a rough life they were on the move and always looking for work But
through out the Book they would always have time to Dream and he is always taking care of Lenny
wich Causes them to move alot) and references to The Glass Castle are vague (When She was Down
She Saw her Stars of Going to New york and went).
Establishes an appropriate focus on Dark times (the Both rose Past the Darkness and seen there
stars). The response exhibits a rudimentary structure with an introduction, a body paragraph for each
text, and a conclusion that weakens organization by introducing new information.
Relies on basic vocabulary (I agree with it Because you can always see a light at the end of a tunnel)
that is sometimes imprecise (There for “their,” She Saw her Stars of Going to New York, But rose up
out them to Be Good people). The response exhibits some attempt to vary sentence structure or
length for effect, but with uneven success, presenting the discussion of The Glass Castle as one
sentence.
Demonstrates emerging control, exhibiting occasional errors in spelling (Litature and wich),
punctuation (rough life they, read it you, she Did when), and grammar (should have ran and Both …
seen), and frequent errors in capitalization (Read, Because, Dream) that hinder comprehension.
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat weaker in
development.
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Anchor Paper – Question 28 – Level 2 – A
Anchor Level 2 – A
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a confused interpretation of the critical lens (Talks about what you can see and can’t see).
The response alludes to the critical lens but does not use it to analyze The Hunger Games or Night.
Is incomplete and largely undeveloped, hinting at ideas, but references to both texts are vague (there
was silence over voices and it is point less violence).
Suggests a focus on the critical lens by stating it and suggests organization through the use of
paragraphing.
Relies on basic vocabulary that is sometimes imprecise (Same problem in Hunger Games and no
reason be mad), with little awareness of audience and purpose. The response exhibits some attempt
to vary sentence structure or length for effect, but with uneven success (This shows that people are
inherently evil and not just the society or enviorment that affets them).
Demonstrates emerging control, exhibiting occasional errors in punctuation (night. by Elie Wisel.
and themes. metaphors, similies.), capitalization (Martin Luther King, Jr. Talks about; happening
many; Hunger Games. it is), and grammar (Two works … that’s related and Same problem in
Hunger Games) that make comprehension difficult.
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in
language use and conventions.
Comp. Eng. Rating Guide — Jan. ’14
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Anchor Paper – Question 28 – Level 2 – B
Anchor Level 2 – B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides an incomplete interpretation of the critical lens (the greatest hope is in the darkest times).
The response alludes to the critical lens, but does not use it to analyze The Hunger Games or To Kill
A Mockingbird.
Is incomplete and largely undeveloped, hinting at ideas about hope, but references to both texts are
vague (when Peeta and Catniss start to lose hope they win the games) and unjustified (when he
thought he was gonna lose the case he did lose it).
Suggests a focus on the critical lens (rember its always darkest befor the dawn) and suggests some
organization through the use of paragraphing.
Relies on basic vocabulary (gonna for “going to”), with little awareness of audience or purpose. The
response exhibits some attempt to vary sentence structure or length for effect, but with uneven
success (The hunger games prove this point becuse and To kill A Mockingbird proves this point
becuse).
Demonstrates a lack of control, exhibiting frequent errors in spelling (rember, befor, becuse),
punctuation (Stars.” _; Jr, In; times Whenever; Strong. and; its always) and capitalization (gone
Look, be Strong, The hunger games) that make comprehension difficult.
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in
language use.
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Anchor Paper – Question 28 – Level 2 – C
Anchor Level 2 – C
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides an incomplete interpretation of the critical lens by expressing agreement with the quote (I
agree with Martin Luther King Junior quote “only when it dark you see stars.”). The response
alludes to the critical lens, but does not use it to analyze The Outsiders or The Adventures of
Huckleberry Finn.
Is incomplete and largely undeveloped, hinting at ideas, but references to both texts are vague (In the
Outsiders use simbolsm, everything still hasn’t left, In the end they met Tom).
Suggests a focus on the critical lens by stating it, and suggests some organization through the use of
paragraphing.
Uses language that is imprecise (make my opinin, to that everything still hasn’t left. During the
Period). The response reveals little awareness of how to use sentences to achieve an effect.
Demonstrates a lack of control, exhibiting frequent errors in spelling (opinin and simbolsm),
punctuation (Martin Luther King Junior quote “only, away In, end they), and capitalization (the
Period and away In) that make comprehension difficult.
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.
Comp. Eng. Rating Guide — Jan. ’14
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Anchor Paper – Question 28 – Level 1 – A
Anchor Level 1 – A
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides an incomplete interpretation of the critical lens (I think the quote by Martin Luther King, Jr.
mean when it hand In life can you see good things in life). The response reflects no analysis of any
texts.
Is incomplete and largely undeveloped, hinting at ideas about growing up (All you have to do is do
good and do you best even thought its bad), but makes no references to any text.
Suggests a focus by restating and agreeing with the quote (I agree with quote because its true with
all people). The response suggests some organization through the use of paragraphs.
Uses language that is imprecise (If you not doing good for your self the its probably going to worst).
The response reveals little awareness of how to use sentences to achieve an effect.
Demonstrates a lack of control, exhibiting frequent errors in spelling (your self and easyer),
punctuation (its true; your self the; bad. because), and grammar (quote … mean, when it hand … can
you see, If you not doing good) that make comprehension difficult.
Conclusion: Although the response fits the criteria for Level 2, it remains at Level 1 because the
response makes no reference to any text.
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Anchor Paper – Question 28 – Level 1 – B
Anchor Level 1 – B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a confused interpretation of the critical lens (when there is to much light outside you can’t
see the stars). The response reflects no analysis of any texts.
Is minimal with no evidence of development.
Is too brief to demonstrate organization.
Is minimal.
Is minimal, making assessment of conventions unreliable.
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat stronger in
meaning.
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Question 28 – Practice Paper – A
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Question 28 – Practice Paper – A
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Question 28 – Practice Paper – B
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Question 28 – Practice Paper – B
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Question 28 – Practice Paper – C
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Question 28 – Practice Paper – C
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Question 28 – Practice Paper – C
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Question 28 – Practice Paper – D
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Question 28 – Practice Paper – D
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Question 28 – Practice Paper – E
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Practice Paper A–Score Level 4
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.
Practice Paper B–Score Level 3
Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities.
Practice Paper C–Score Level 5
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in
conventions.
Practice Paper D–Score Level 4
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.
Practice Paper E–Score Level 2
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.
Regents Comprehensive Examination in English
January 2014
Map to Core Curriculum
The table below shows which core performance indicator or standard and key idea each item is aligned to.
The numbers in the table represent the question numbers of the examination.
Listening
Core Performance
Indicators
3
Reading
12, 19, 21, 23
11, 15, 18, 25
13, 24
9, 10, 14, 16,
17, 20, 22
26, 27, 28
26, 27, 28
26, 27, 28
26, 28
Writing
Comp. Eng. Rating Guide — Jan. ’14
Standard 1
Standard 2
Standard 3
1
5, 7
2, 4, 6, 8
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The Chart for Determining the Final Examination Score for the January 2014 Regents
Comprehensive Examination in English will be posted on the Department’s web site
at http://www.p12.nysed.gov/assessment/ on Monday, January 27, 2014. Conversion
charts provided for previous administrations of the Regents Comprehensive
Examination in English must NOT be used to determine students’ final scores for this
administration.
Online Submission of Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test development
process. The Department provides an online evaluation form for State assessments. It contains spaces for
teachers to respond to several specific questions and to make suggestions. Instructions for completing the
evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
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